Pasay-M5-Q1-W7-D1

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 5
First Quarter/ Week 7/ Day 1

OBJECTIVE: Visualizes division of fractions.

YOUR LESSON FOR TODAY:

1. In this lesson students represent division of fractions using manipulatives, such
as candy bars and models such as drawings squares.
2. Students develop an algorithm from these examples and solve problems using
fractions.
TRY TO DISCOVER!
Use a circle to represent the whole. I then split into a number of sector, relevant to the question
in hand. For the example below, 3/4 ÷ 2, I’ve split a whole circle into eighths and display the
proportion of the circle that corresponds to the numerator. Students can see 3/8 make up one half
of the three quarter circle.
For the third question, I find it is helpful to phrase 3/4 ÷ 1/8 as ‘how many eighths go into three
quarters?’ It’s much easier to count the number of eighths within 3/4 than it is to try to calculate
it using arithmetic.

Page 1 of 25
 Pasay-M5-Q1-W7-D1

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

PRACTICE EXERCISE NO.1

A. READ THE PROBLEM BELOW.
Grace has 4 meters of cloth. She wants to make hand towels for her EPP project. How
many hand towels can she make if each hand towel measures 1/2 meter?
Solve the problem using 4 whole strips of the same length.
1 1
Strip 1
2 2

1 1
Strip 2
2 2

1 1
Strip 3
2 2

1 1
Strip 4
2 2

How many halves are there in 1 whole strip?

How many halves are there in 2 whole strips?
How many halves are there in 3 whole strips?
How many halves are there in 4 whole strips?
How many hand towels can Grace make?

B. Using the fraction chart, answer the questions that follows.

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

Page 2 of 25
 Pasay-M5-Q1-W7-D1

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

For parents and relatives, guide the learners in answering the questions.

a. How many halves are there in 1 whole? 1 

1
2 =n
1
b. How many fourths are there in 1 whole?1 4 = n
1
c. How many eights are there in 1whole?1 8 = n
2 2 1
d. How many sixths are there in 3 ? ÷6=
3

8 8 1
e. How many sixths are there in 12 ? 12 6 =n

PRACTICE EXERCISE NO. 3

Read and answer each problem.
1. In my living room, there are 120 books in total, placed on 6 shelves. Knowing
that each shelf has the same number of books, determine how many books
there are on each shelf.
2. On a trip through the woods, we picked 80 blackberries, which we used
completely making cakes. If we put 4 blackberries in each cake, how many blackberry
cakes did we make?
3. Paul is a bus driver. He told me that every trip he takes is 240 miles and that he
travels at an average speed of 60 miles per hour. How long does it take to complete his
journey?
FIXING SKILLS
Model each situation using squares, write the number sentence for each.
1. I have one half of a square and I want to divide it by one eighth. How many
pieces would I have?

2. I have five halves of a square and I want to divide it by one fourth. How many
pieces would I have?

Page 3 of 25
 Pasay-M5-Q1-W7-D1

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

3. I have two thirds of a square and I want to divide it by one half. How many pieces
would I have?

4. I have one half of a square and I want to divide it by three fourths. How many
pieces would I have?

5. I have four fifth of a square and I want to divide it by one fifth. How many pieces
would I have?

 Integrated Development of the following learning skills:

1. Creativity
2. Critical thinking
3. Communication
4. Collaboration
5. Character

GENERALIZATION:
 To visualize division of fraction we use the illustration, fraction chart and number
line

EVALUATION: Color the chocolate bar given fraction below.

a. 7/12

b. 2/3

Page 4 of 25
 Pasay-M5-Q1-W7-D1

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

c. 5/12

d. 4/5

e. ¾

Prepared by:

OLIVER B. ABAD
JOSE RIZAL ELEMENTARY SCHOOL

References for Further Enhancement:

 Lesson Guide in Math 5 pp. 168-172

 Dividing fractions and whole numbers, 21st Century Mathletes 5 TM, pp. 36-38
 Dividing fractions and whole numbers, 21st Century Mathletes 5, Textbook pp. 84-87
 Lesson Guide in Math 5, pp. 173-179
 LearnZillion.com
 MathForum.org

Page 5 of 25
 Pasay-M5-Q1-W7-D2

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 5
First Quarter/ Week 7/ Day 2

OBJECTIVE: Divides simple fractions and whole numbers by another fraction.

YOUR LESSON FOR TODAY:

1. In this lesson, the learners must develop an understanding of what
happens when you divide a fraction by a whole number, prior to development
of the algorithm is essential in the thought process.
2. Likewise, the guiding of a student to the understanding instead of telling
them what they should know leads to longer retention and understanding of
the concept.
TRY TO DISCOVER!
There are 3 Simple Steps to Divide Fractions:

Step 1. Turn the second fraction (the one you want to divide by) upside down (this is now
a reciprocal).

Step 2. Multiply the first fraction by that reciprocal

Step 3. Simplify the fraction (if needed)

Example:
1/2 ÷ 6

Step 1. Turn the second fraction upside down (it becomes a reciprocal):

6 becomes 6/1

Step 2. Multiply the first fraction by that reciprocal:

(multiply tops ...)

1/2 × 6/1 = 1 × 6/2 × 1 = 6/2

(... multiply bottoms)

Step 3. Simplify the fraction:

6/2 = 3

Page 6 of 25
 Pasay-M5-Q1-W7-D2

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

PRACTICE EXERCISES NO. 1

A. Divide: Choose the letter of the correct answer.

1. Jamie is painting her house. Each room takes 1/2 of a liter of paint. If Jamie
has 4 liters of paint, how many rooms can she paint?
A. 4 B. 6 C. 8 D. 10
2. Rodrigo is painting his room. He needs 1/4 of a gallon to paint all four walls.
How much paint will he need for each of his 4 walls if he uses the same amount of
paint on each?
A. 1/2 B. 1/4 C. 1/8 D. 1/16
3. Mrs. Cruz has 5 cups of grape tomatoes, which she is serving as a snack to a
group of children. Each serving is 1/4 fraction of a cup. How many children can get
a serving of grape tomatoes as a snack?
A. 10 B. 20 C. 30 D. 40
4. Joe has 1/2 of a kilo of peanuts. He wants to share them equally among
himself and 3 friends. How many kilos would each person get?
A. 1/12 B. 1/6 C. 1/3 D. 1/2
5. Grandma made an apple pie. Josh and his brother Joe finished of it. Then,
three friends came over and shared the leftover pie. How much of the pie did
each friend eat?
A. 1/2 B. 1/3 C. 1/5 D. 1/6
6. Karen used a kilo of cheese to make 3 pizzas. If she uses the same recipe,
how much cheese is needed to make 5 pizzas?
A. 1/20 kilo B. 1/15 kilo C. 1/10 kilo D. 1/5
kilo
7. A pizzeria had 4 cans of tomato sauce. How many pizzas could they make
with the cans if each pizza took one-fourth of a can?
A. 1/2 B. 1/3 C. 1/5 D. 1/6
8. A T-shirt requires 4/5 meter of fabric. How many T-shirts can be made from 8
meters fabric?
A. 8 B. 10 C. 12 D. 16
9. Oliver used one-fourth of a cup of sugar to make a pitcher of lemonade. If he
were to pour the lemonade into 3 smaller glasses how much sugar would be in
each glass?
A. 1/12 B. 1/13 C. 1/15 D.
1/16
10. A toy weighed one-fourth of a kilo. A box can hold 5 kilos. How many toys
could the box hold?
A. 10 B. 11 C. 12 D. 13

Page 7 of 25
 Pasay-M5-Q1-W7-D2

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

PRACTICE EXERCISES NO. 2

Find each quotient.

2
1. ÷ 18 = n
3

5
2. ÷ 72= n
6

3. 1/832 = n
4. 3/7 45
5. 2/9  36

FIXING SKILLS.

Answer each problem. Write your number sentence.

1. The cost of 5²/₅ kg of sugar is php 100, find its cost per kg.

2. The product of two numbers is 27. If one of the numbers is 1/3, find the other.

3. By what number should 2/5 be multiplied to get 20?

4. If the cost of a notebook is php 8, how many notebooks can be purchased for php132?

5. A bucket contains 24 litres of water. How many 3/4 litre jugs can be filled from the
bucket to get it emptied?

 Integrated Development of the following 21st Century Skills:

1. Creativity
2. Critical thinking
3. Communication
4. Collaboration
5. Character

Page 8 of 25
 Pasay-M5-Q1-W7-D2

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

GENERALIZATION
 To divide fractions, take the reciprocal (invert the fraction) of the divisor and
multiply the dividend. This is the quickest technique for dividing fractions. The
top and bottom are being multiplied by the same number and, since that number
is the reciprocal of the bottom part, the bottom becomes one

EVALUATION:

Divide fractions by whole numbers.

1. 1/5 ÷ 3 = /

2. 3/5 ÷ 6 = /

3. 3/4 ÷ 5 = /

4. 3/8 ÷ 6 = /

5. 5/9 ÷ 2 = /

Page 9 of 25
 Pasay-M5-Q1-W7-D2

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

6. 2/3 ÷ 8 = /

7. 6/7 ÷ 14 = /

8. 7/12 ÷ 5 = /

9. 3/4 ÷ 12 = /

10. 2/3 ÷ 3 = /

Prepared by:

OLIVER B. ABAD
JOSE RIZAL ELEMENTARY SCHOOL

References for Further Enhancement:

 Lesson Guide in Math 5 pp. 168-172

 Dividing fractions and whole numbers, 21st Century Mathletes 5 TM, pp. 36-38
 Dividing fractions and whole numbers, 21st Century Mathletes 5, Textbook pp. 84-87
 Lesson Guide in Math 5, pp. 173-179
 LearnZillion.com
 MathForum.org

Page 10 of 25
 Pasay-M5-Q1-W7-D3

Name: ___________________________ Grade and Section: _______________

Teacher: _________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 5
First Quarter/ Week 7/ Day 3

OBJECTIVE: Divides whole numbers and simple fractions.

YOUR LESSON FOR TODAY:

In this lesson, you will developed an understanding on how we divide a
whole number by a fraction. It is also very important here our mastery in
multiplying fractions.

TRY TO DISCOVER!
When dividing a whole number by a fraction, you are finding how many groups of the
fraction you can fit in the whole. The standard way of dividing a whole number by a
fraction is to multiply the whole number by the reciprocal of the fraction. You can also
draw a diagram to help you visualize the process.

Here are the steps in dividing whole number by a fraction.

1. Convert the whole number to a fraction. To do this, make the whole number the
numerator of a fraction. Make the denominator 1.

2. Find the reciprocal of the divisor. The reciprocal of a number is the inverse of the
number.To find the reciprocal of a fraction, reverse the numerator and denominator.

3.Multiply the two fractions. To multiply fractions, first multiply the numerator to other
numerator.Then, multiply the denominator to the other denominator. The product of the
two fractions is equal to the quotient of the original division problem.

4. Simplify if necessary.
Study these examples using the steps above as your guide.

EXAMPLE 1

The division sentence will be:

8÷½=N

Page 11 of 25
 Pasay-M5-Q1-W7-D3

Name: ___________________________ Grade and Section: _______________

Teacher: _________________________

EXAMPLE 2:

EXAMPLE 3: ( Using Representation)

Page 12 of 25
 Pasay-M5-Q1-W7-D3

Name: ___________________________ Grade and Section: _______________

Teacher: _________________________

PRACTICE EXERCISES 1:

PRACTICE EXERCISES 2:

Find the value of N.

2 2
1. 40 ÷5 = N 6. 10 ÷ 8= N

5 3
2. 25 ÷12 = N 7. 15÷5 = N

1 4
3. 4 ÷ 3 = N 8. 25÷5 = N
4.
2 8
5. 12 ÷ =N 9. 45 ÷9 = N
3

7 2
6. 24 ÷ 8 = N 10. 9 ÷6 = N

Page 13 of 25
 Pasay-M5-Q1-W7-D3

Name: ___________________________ Grade and Section: _______________

Teacher: _________________________

GENERALIZATION
 To divide a whole number with a fraction, change the whole
number to fraction by putting it over a denominator of 1. Give the
reciprocal of the fraction then change the process to multiplication. Find
the product of the two denominators and product of the denominators
and simplify the answer if necessary.

PRACTICE EXERCISES 3:

A. Give what is being asked.

1. How many three-fourths are in 12?

2. How many two-sevenths are in 2?

3. How many one-fourths are in 9?

4. How many three-fifths are there in 60?

5. How many two-thirds are there in 24?

6. 72 has how many three-fourths?

7. 54 has how many one-sixths?

8. 28 has how many two- sevenths?

9. How many two-fifths are there in 40?

10. 64 has how many three-eights?

Page 14 of 25
 Pasay-M5-Q1-W7-D3

Name: ___________________________ Grade and Section: _______________

Teacher: _________________________

EVALUATION:

Prepared by:
OLIVER B. ABAD
Jose Rizal Elementary School
Prepared by: OLIVER B. ABAD_
Name of Teacher-Writer: OLIVER B. ABAD
References for Further Enhancement: School:JOSE RIZAL ELEMENTARY SCHOOL
 Lesson Guide in Math 5 pp. 168-172
 Dividing fractions and whole numbers, 21st Century Mathletes 5 TM, pp. 36-38
 Dividing fractions and whole numbers, 21st Century Mathletes 5, Textbook pp. 84-87
 Lesson Guide in Math 5, pp. 173-179
 LearnZillion.com
 MathForum.org

Page 15 of 25
 Pasay-M5-Q1-W7-D4

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 5
First Quarter/ Week 7/ Day 4

OBJECTIVE: Solves routine problems involving division without or with any of

the other operations of fractions and whole numbers using appropriate problem
solving strategies and tools.

YOUR LESSON FOR TODAY:

-The learners are expected to solve routine problems involving division without or
with any of the other operations of fractions and whole numbers using appropriate
problem solving strategies and tools .
TRY TO DISCOVER!
Steps for problem solving:
- The steps in solving routine problems are:
a. Understand – Know what is asked, what are given
b. Plan- Know the operation. Write the number sentence.
c. Solve- Write the correct units/label your answer.
d. Check and Look back – Review and check your answer.

EXAMPLE:

Pauline prepared ¾ liter of pineapple juice for her 3 visitors. How much juice were served to
each of her friends if she served equally among them?

1. What is asked in the problem?

2. What are the given facts?

3. What word clue would help you solve the problem?

4. What operation is to be used?

Solution:
¾ ÷ 3 = ¾ ÷ 3/1= ¾ x 1/3 = 3/12 or ¼
Answer: ¼ liter of juice were served to each of her friends

Page 16 of 25
 Pasay-M5-Q1-W7-D4

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

PRACTICE EXERCISES NO. 1

A. Answer the following:
1. A lawn mowing company had to mow one-fourth of a kilometer of grass. To make it
quicker, they split the amount evenly between 2 workers. What fraction of the mile did
each person mow?
A. 1/2 B. 1/4 C. 1/6 D. 1/8
2. At a restaurant 3 people were at a table when the waiter brought out one-fourth of a
bowl of cheese dip. If they split the bowl evenly, how much would each person get?
A. 1/10 B. 1/12 C. 1/16 D. 1/20
3. A store had 3 boxes of video games. How many days would it take to sell the games
if each day they sold one-fifth of a box?
A. 10 B. 15 C. 20 D. 25
4. Liza has 1/3 of a kilo of popcorn. She divides it equally among 5 bowls. How much
kilos would each bowl have?
A. 1/10 B. 1/15 C. 1/20 D. 1/25
5. It's spaghetti night at Cora's house. She has 1/2 of a cup of grated cheese to sprinkle
equally over 3 bowls of spaghetti. How many cups of cheese does she put in each bowl?
A. ½ B. 1/4 C. 1/5 D. 1/6
B. Read and answer the problem below.

Martha has 20 kilograms of rice for sale. She placed these in plastic bags. Each
bag contains 2 ½ kilograms. How many bags did she use?

1. What is asked in the problem?

2. What are the given facts?

3. What word clue would help you solve the problem?

4. What operation is to be used?

How many ¾ m pieces of ribbon can be cut from a 30-m piece of ribbon?

1. What is asked in the problem?

2. What are the given facts?

3. What word clue would help you solve the problem?

4. What operation is to be used?

Page 17 of 25
 Pasay-M5-Q1-W7-D4

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

PRACTICE EXERCISE NO.2

Solve the following problems.

1. A log 5 ¾ meters long will be cut into 6 equal pieces. How long will each piece be?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

2. Analyn has 35 meters of cloth. How many aprons can she make if each apron
3
requires 4 meters?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

1
3. Isabel needs to divide 5 4 cups of flour among 3 recipes. How many cups of flour
does each recipe need?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

3
4. The class of Lisa is repacking goods for the outreach. How many 4 kg packs of
sugar can they make out of a bag that contains 15 kg of sugar?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

3
5. Mica has 8 meters of fabric to make shirts. If each shirt requires 1 4 m of fabric, how
many shorts can she make?
 Understand: _____________________________________________
 Plan: ___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

Page 18 of 25
 Pasay-M5-Q1-W7-D4

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

FIXING SKILLS.

Solve the following problems.

1. Mrs. Gibe had 4 bars of laundry soap. In how many days did she use the bar of
soap if she used 1 1/3 bars a day?

2. There are 5 pieces of silk cloth. Each piece is 8/9 meters long. It takes 4/9 of a
meter to make one décor. How many decors can be made from all the pieces?

3. A tailor has a bolt of cloth 50 meters long. If a uniform needs 2 2/3 meters of cloth,
how many uniforms can he make from the cloth?

4. Rayne has 5 meters of cloth. She will use it for making scarves. How many scarves
can she make if each scarf needs 2/3 meter?

5. Mark bought 30 2/3 meters of rope and cut it into equal pieces. If he is to divide it
equally among 16 children, how many meters of rope will each receive?

Page 19 of 25
 Pasay-M5-Q1-W7-D4

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

GENERALIZATION

The steps in solving routine problems are:

 Understand – Know what is asked, what are given

 Plan- Know the operation. Write the number sentence.

 Solve- Write the correct units/label your answer.

 Check and Look back – Review and check your answer.

EVALUATION:

Solve the following problems.

1. There are 4 rolls of blue silk. Each roll holds 6 ¾ yards of silk. It takes 3/5 of a
yard to make one necktie. How many neckties can be made from the 4 rolls of
blue silk?

2. How many ¾ m pieces of ribbon can be cut from a 30-m piece of ribbon?

3. One of the activities during the camping was knot tying. A 10 meter rope was cut
into 2/3 meter a piece. How many boy scouts were given a piece of rope?

4. If a blouse requires 1 ¼ meters of cloth, how many blouses can be made from 21
meters of cloth?

5. Mrs. Garcia has to pack 45 kilograms of rice. How many plastic bags are needed
if each bag can contain 1 ¼ kg of rice?

Prepared by:

OLIVER B. ABAD
JOSE RIZAL ELEMENTARY SCHOOL

Other references for further enhancement:

 Lesson Guide in Math 5 pp. 168-172

 Dividing fractions and whole numbers, 21st Century Mathletes 5 TM, pp. 36-38
 Dividing fractions and whole numbers, 21st Century Mathletes 5, Textbook pp. 84-87
 Lesson Guide in Math 5, pp. 173-179
 LearnZillion.com
 MathForum.org

Page 20 of 25
 Pasay-M5-Q1-W7-D5

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 5
First Quarter/ Week 7/ Day 5

OBJECTIVE: Solves non-routine problems involving division without or with any

of the other operations of fractions and whole numbers using appropriate problem
solving strategies and tools.

YOUR LESSON FOR TODAY:

The learners are expected to solve non-routine problems involving division without
or with any of the other operations of fractions and whole numbers using
appropriate problem solving strategies and tools.

TRY TO DISCOVER!
What is non-routine problem solving?
Also referred to as creative problem solving, non-routine problem solving requires some
degree of creativity or originality. Non-routine problems typically do not have an
immediately apparent strategy for solving them. Often times, these problems can be
solved in multiple ways and with a variety of strategies. Just like computational exercises
(e.g long division), non-routine problem solving must be explicitly taught to students.

 To solve non-routine problems involving division, read and analyze the problem
carefully. Tell what is asked and what are given.
 Use other strategies like act out the problem, table method, drawing/making
a diagram to solve.

Steps for non-routine problem solving:

There are four widely used steps that must be modeled for your students to give
them a framework when working with these problems.

1. Understand
2. Plan
3. Execute
4. Review

Page 21 of 25
 Pasay-M5-Q1-W7-D5

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

EXAMPLE:
A warehouse has 1 and 3/10 meters of tape. If they divide the tape onto pieces that
are 5/8 meters long, then how many pieces will they have?
Analysis: To solve this problem, we will divide the first mixed number by the second.
First, we will convert each mixed number into an improper fraction.
SOLUTION:

PRACTICE EXERCISES NO. 1

Read and answer each question:

1. A baker is making croissants. He has 18 pounds of dough. Each croissant is made from
1/8 pounds of dough. How many croissants can he make?

2. The kitchen assistant is helping the chef to serve soup. The chef made 3 pots of soup
and the assistant is putting 1/16 cups of cream on top of the soup in each bowl. There
are 12 cups of cream. How many bowls of soup can the assistant help prepare?

3. According to the food label on a box cookies, each box has 16 servings and each
serving contains 4 cookies. The weight of the box of cookies is 1/2 kilograms. What is
the weight of each cookie?

4. Grandma made an apple pie. Josh and his brother Joe finished 4/5 of it. Then, three
friends came over and shared the leftover pie. How much of the pie did each friend eat?

5. Each batch of cupcake mix requires 1/3 of a cup of milk. According to the recipe, the
batch can make 12 small cupcakes or 8 large cupcakes. If Emma makes a batch of
large cupcakes, how much milk is used for each cupcake?

Page 22 of 25
 Pasay-M5-Q1-W7-D5

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

PRACTICE EXERCISES NO. 2

Analyze and solve each problem using the four-step method. (Understand, Plan,
Execute, Review)

1. The time to manufacture a pair of headphones on each assembly line is hour. If there
are 24 assembly lines and they operate 8 hours a day, how many pairs of headphones
can be manufactured in a day?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

2. Gram of copper and gram of silicone is used to manufacture 30 headphones. How

much silicone is used in each pair of headphones?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

3. To make sure the machines in the factory run smoothly, the mechanics need to add
liter of oil to the machine every Monday. One Monday, a mechanic can only find 12
liters of oil in the storage. Is there enough oil for 65 machines?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

4. A team of 6 workers at the factory is responsible to check the quality of the

headphones manufactured. They have a hour to do quick tests on 15 randomly selected
headphones. How many minutes do the workers have to test each pair of headphones?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

5. Olivia used ½ pound of peppers and 1/15 pound of cheese to make 3 pizzas. If she
uses the same recipe to make 5 pizzas, how much cheese is needed?
 Understand: _____________________________________________
 Plan:___________________________________________________
 Solve: __________________________________________________
 Look back: ______________________________________________

Page 23 of 25
 Pasay-M5-Q1-W7-D5

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

GENERALIZATION
 To solve non-routine problems involving division, read and analyze the problem
carefully. Tell what is asked and what are given.
 Use other strategies like act out the problem, table method, drawing/making
a diagram to solve.

EVALUATION

Read and answer each question:

1. A computer uses 1/200 of a second to finish a math question. How many

math questions can the computer answer in 2 minutes?

2. After a robot vacuum is fully charged, it can run for 15 minutes. It can vacuum
1/2 square meter every second. Can a fully charged robot clean a room that
is 400 square meter without recharging?

3. An auto shop installed a new automatic system to do paint jobs for cars. The
system can paint 6 cars in 1/4 hour. How long does it take to paint one car?

4. The distance between the first and the last stop of a bus route is 1/3 mile.
Including the first and the last stop, there are 5 stops on this route. What is the
average distance between the stops?

Page 24 of 25
 Pasay-M5-Q1-W7-D5

Name: ___________________________ Grade and Section: _______________

Name of Teacher: ____________________

5. Before taking off, a plane travels at a speed of ¼ km per second. The runway
is 5 km. How many seconds does it take the plane to get to the end of the
runway?

Prepared by:

OLIVER B. ABAD
JOSE RIZAL ELEMENTARY SCHOOL

References for Further Enhancement:

 Lesson Guide in Math 5 pp. 168-172

 Dividing fractions and whole numbers, 21st Century Mathletes 5 TM, pp. 36-38
 Dividing fractions and whole numbers, 21st Century Mathletes 5, Textbook pp. 84-87
 Lesson Guide in Math 5, pp. 173-179
 LearnZillion.com
 MathForum.org

Page 25 of 25